UsingPCOMSwithYouthandtheSchoolsJohnMurphy
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UsingPCOMSwithYouthandtheSchoolsJohnMurphy

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Webinar slides by Dr. John Murphy addressed the use of PCOMS with youth as well as using PCOMS in the schools.

Webinar slides by Dr. John Murphy addressed the use of PCOMS with youth as well as using PCOMS in the schools.

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    UsingPCOMSwithYouthandtheSchoolsJohnMurphy UsingPCOMSwithYouthandtheSchoolsJohnMurphy Document Transcript

    • https://heartandsoulofchange.com January 23, 2014 Using PCOMS with Young People, Caregivers, and Schools A Heart & Soul of Change Project Webinar Presenter: John J. Murphy, Ph.D. Professor of Psychology & Counseling, University of Central Arkansas; Heart & Soul of Change Project Partner for Children, Adolescents, & Schools JMurphy@uca.edu www.drjohnmurphy.com Webinar Focus & Goal Focus: Special considerations and challenges in using PCOMS with children, adolescents, caregivers, and schools Goal: To address common questions raised by practitioners who work with young people and their caregivers in schools and other settings 1
    • https://heartandsoulofchange.com January 23, 2014 Question 1 Why should I use PCOMS? Subtext… • Just what I need—more paperwork • I ask for client feedback already— why do I need to use a forms? • What’s so good about the PCOMS in particular? Question 1 Summary Why should I use PCOMS? • It’s part of the care/service itself • Providers are bad guessers at service fit and outcomes • Providers who use PCOMS have better outcomes than those who don’t 2
    • https://heartandsoulofchange.com January 23, 2014 Question 2 Are young people in services “capable” of providing accurate feedback? Subtext… • It’s unrealistic and naïve to give a child or adolescent, especially a “disturbed” one, THAT much power in their care. Question 2 Summary Are young people in services “capable” of providing accurate feedback? • Client involvement correlates with outcomes • It’s common sense (and respectful) to involve the very person for whom services are designed to help • Young people WANT to be involved 3
    • https://heartandsoulofchange.com January 23, 2014 Question 3 How can I adjust the administration of the measures to the age/abilities of young clients? Subtext… • Individually, Interpersonally,…young people don’t use words like that! y g ,p p , • What about young children, people who can’t read, and clients with cognitive and language disabilities? Adolescents • Validated for ages 13-17, but… © 4
    • https://heartandsoulofchange.com January 23, 2014 Children • Validated for ages 6-12 • Under 6 • Involves all members of the family, even the youngest • Have crayons and places to color ready 5
    • https://heartandsoulofchange.com January 23, 2014 Question 3 Summary How can I adjust the administration of the measures to the age/abilities of young clients? • Remember the PURPOSE of PCOMS • Make sure the client understands what the measure is asking g • Accommodate your language and explanation to the client Question 4 What do you do when a child or adolescent balks at completing (or refuses to complete) one of the measures? 6
    • https://heartandsoulofchange.com January 23, 2014 Question 4 Summary What do you do when a child or adolescent balks at completing (or refuses to complete) one of the measures? • Take steps to ensure the completion of the measures • Accept the client’s response while “gently nudging” him/her to “help you” if possible • Accommodate your language and explanation to the client • Never jeopardize the alliance Question 5 What do you do when a young person says “I don’t know” or gives minimal information when asked to explain their mark/rating on a measure? 7
    • https://heartandsoulofchange.com January 23, 2014 Question 5 Summary What do you do when a young person says “I don’t know” or gives minimal information when asked to explain the measure? • “Gentle nudging” without jeopardizing the alliance Question 6 What do you do when the young person’s ratings are way g different/higher than their teachers’ or parents’ ratings? 8
    • https://heartandsoulofchange.com January 23, 2014 Question 6 Summary What do you do when the young person’s ratings are way different/higher than their teachers’ g or parents’ ratings? • Expect it • Discuss it Question 7 How can I obtain parents’ and teachers’ feedback when it’s hard to meet with p them in person? 9
    • https://heartandsoulofchange.com January 23, 2014 Question 7 Summary How can I obtain parents’ and teachers’ feedback when it’s hard to meet with them in person? p • Use the oral administration of the ORS • Accommodate to their situation the best you can Question 8 What do you do when the child or adolescent always marks 10’s on the SRS/CSRS? 10
    • https://heartandsoulofchange.com January 23, 2014 Question 8 Summary What do you do when the child or adolescent always marks 10’s on the SRS/CSRS? • Alliance ratings tend to be high • Explain that you REALLY want their honest opinion Closing Stories and Points • Empowers the two most important elements of effective services—the client and the alliance • Gives those closest to the school problem (and solution) a respected voice • G b th attention of students whose voices are Grabs the tt ti f t d t h i often ignored or minimized (and reduces their dropout rate) • Provides a direct, practical way of evaluating programs and services on an ongoing/formative basis (easy to interpret—no smokescreens) • Ensures for accountable, responsive, consumerdriven (vs. product-driven) services • Excellent face validity with consumers (makes sense) • Closing Stories: Aquarium & Molly (Moral of the stories and PCOMS Client knows best 11
    • https://heartandsoulofchange.com January 23, 2014 THANK YOU! A Heart & Soul of Change Project Webinar Presenter: John J. Murphy, Ph.D. Professor of Psychology & Counseling, University of Central Arkansas; Heart & Soul of Change Project Partner for Children, Adolescents, Adolescents & Schools JMurphy@uca.edu www.drjohnmurphy.com 12